Special Education Coordinator Job at Friendship Public Charter School, Washington DC

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  • Friendship Public Charter School
  • Washington DC

Job Description

Overview:

By completing an application, you have applied to be considered for anticipated vacancies in the 2024-2025 school year. Please note that our formal interview process will begin January 2024 contingent on our confirmed vacancies.

Friendship Public Charter School operates a thriving network of college preparatory public charter schools. Headquartered in Washington, DC., Friendship serves over 4,800 students in preschool to grade 12 and guides a growing network of alumni to college completion annually. Our mission is to prepare students to become ethical, literate, well-rounded, and self-sufficient citizens by providing a world-class education that motivates students to reach high academic standards, to enjoy learning, to achieve success, and to contribute actively to their communities. For 25 years, with the support and guidance of our exceptional faculty, our students have risen to the challenge with high graduation rates, college acceptances, and unparalleled success academically and socially.

Friendship is looking for responsible, confident, respectful, caring, committed, persistent, and patient professionals to join our family for the 2024-2025 school year starting in August 2024. Friendship Public Charter Schools is committed to the idea that each and every child can make it to and through college. If you share that belief, please apply.

For more information about our schools please visit the following Social Media pages: YouTube , Linkedin , Facebook , Instagram & Twitter !


Please see the available salary scales: FPCS Compensation

Responsibilities:

The Special Education Coordinator (SEC) is responsible for organizing, facilitating, and supporting the Special Education Team's sharing of special education requirements both administrative and instructional. The SEC, like all Special Education teachers, is expected to exhibit the same skills, knowledge, and qualities required of the general classroom teachers in the areas of curriculum, instruction, assessment, classroom management, professional responsibilities and relationships, family involvement, and school community.

  • Consistently seek and share best practices as an active and effective participant that contributes to a Professional Learning Community.
  • Communicate regularly with the Director of Special Education about the student population, the evolution of the Special Education program, and professional development needs.
  • Provide to the Director of Special Education regular updates on student and staff demographics, program development, and any concerns regarding compliance with special education law and regulations.
  • Maintain current demographics and documents regarding all students on IEPs, as well as those in the referral process (development, updating, annual reviews, and triennials).
  • Manage special education staff and related service providers within the school. Manage parent communications and support sessions regarding their child with special needs.
  • Adhere to school management and discipline policies within the classroom and throughout school campus.
  • Provide the principal and other decision makers in the school with information regarding relevant federal, state and local regulations governing special education, including placements, timelines, notifications, IEPs, parental roles, reevaluations, and procedural safeguards.
  • Refining curriculum approaches and materials to increase students' involvement and progress.
  • Establish working relations with colleagues, developing effective systems for reciprocal communication about students with special needs. This includes meeting regularly with house teams and focusing them on instructional solutions, as well as collaborating with teachers individually.
  • Provide ongoing support for classroom teachers, including taking over classroom instruction, so they can provide intensive pull-asides for students with difficulties.
  • Plan with classroom colleagues, swapping expertise and following up with supportive instruction, strategic modeling, and tailored instructional materials

Qualifications:
  • Bachelor's degree in Special Education required; Master's degree in Special Education is preferred.
  • Undergraduate GPA of 3.0 and above, or Successful completion of the ETS PRAXIS II: Education of Exceptional Students (20353) (maybe substituted for a degree in Special Education content).
  • Five years of relevant Special Education classroom teaching experience required.
  • Five years of urban teaching experience preferred.

FPCSs policy is to provide equal employment opportunity to all qualified applicants and employees regardless of their race, color, religion, sex, age, national origin, disability, sexual orientation, gender identity or expression, marital status, genetic information, veteran status, status as a special disabled veteran, or any other protected criteria as established by federal, state, or local laws. This policy applies to recruitment and hiring, training, promotion, compensation, benefits, transfer, layoff, termination and all other terms and conditions of employment. Employment decisions at FPCS are based solely upon relevant criteria, including an individuals capabilities, qualifications, training, experience and suitability.

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